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Checkpoint English
Lucy Birchenough, Clare Constant, Naomi Hursthouse, Ian Kirby, Nikki Smith
Our resources are designed to enhance performance so that candidates can work
towards the next stage of the Cambridge Secondary 1 course with confidence. We
hope you enjoy using them.
Julia Burchell
Series Editor
Give extra challenge by asking students to make suggestions about why each person from
the biographies/autobiographies they have listed has had their personal ‘story’ told in this way.
Give extra support by referring back to Question 1 in the Student Book to remind students of
examples of starter sentences.
Plenary At the end of the task, get students to swap books to read each other’s completed
paragraphs. They should try and identify the type of personal text it is by the way it has
been written.
Stage 7
Give extra challenge by asking some students to write three additional pieces of information
about their partner that give a different impression of them from the one they summarised
based on the original list.
Show students slide 1 of PowerPoint 1.2 to remind them of the key terms for this topic. They
PPT could copy these into their books to refer to as needed.
Students should then read the description of Mrs Pratchett on page 10 of the Student Book and
complete Questions 1 and 2. Go through the correct answers as a class, taking time to discuss
why the statements are true or false according to the information provided by the writer.
When students have completed Question 3, talk together about the different pieces of
Cambridge Checkpoint English
PPT information (‘small points’) they have chosen that helped them decide on the writer’s point of
view. Use slide 2 to show students how they can scan for words in the text that help describe
the writer’s point of view, using the example given (‘loathsome’). Remember, scanning is used
to find specific information in a text. In this instance, students are not looking for a particular
word, they are looking for describing words linked to the idea of the character being ‘loathsome’.
This means that all the words they find should contain some description linked to the big idea
that the writer does not like Mrs Pratchett. Students should check the words they have chosen
against slide 3.
information based on the clues in the starter sentence. Remind them that skimming is quickly
moving your eyes over a text to get a general understanding of its content without reading every
single word.
Once they have completed Questions 7 and 8, students should use Worksheet 1.2 to consider
in more depth how descriptive words are used to link to a big idea. To match the words to the
starter sentences, they will need to work out what big idea the writer is going to present in the
rest of the story.
Give extra challenge by asking students to choose one of the starter sentences from
Worksheet 1.2, and then carry on the paragraph, using appropriate words for the big idea.
Give extra support by directing students to link the comments made in the sample
responses with relevant points in the text.
Give extra challenge by asking students to change or add any comments of their own that
they think would improve either of the responses.
Plenary Use slide 5 to check students’ learning about how to extract information from texts.
Read the statements aloud one by one. Students should go to one of four corners of the room
PPT (marked with each of the titles as indicated) or write their answer on a mini-whiteboard or
piece of paper to hold up. Alternatively, they could put their hand up when you call out the
one that corresponds to their idea.
Note that the answers are not necessarily exactly right or wrong. There is opportunity here for
discussion about each one, especially in cases where students have given different
responses to one another.
Give extra challenge by showing students the different sentence stems on slide 3, including
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Cambridge Checkpoint English
the example given in the Student Book, to allow them to develop their thoughts and
explanations of the meaning in the writing.
When students have finished these questions, ask them to complete Worksheet 1.3 to
consolidate their understanding of the skills practised so far.
As a homework task or quiet writing task at the end of a lesson, students could write a
description of themselves using both the explicit and implicit sentences on appearance and
emotion that they have created.
work with a partner and identify these techniques in their partner’s writing.
Give extra support by working with students in small groups as they talk through their ideas
and plan their responses to Question 7. Listen to their discussions and offer guidance where
appropriate.
Plenary It is important that students understand how to check their own work and peer-assess each
other’s. Once they have completed Question 7, tell students swap books with a partner. Show
them slide 4 and ask them to use the list to check each other’s work. They could write the
PPT numbers 1 to 6 at the bottom of the piece and mark each number with a tick or cross to
indicate whether it includes the stated evidence.
When they have completed the assessment, help students write comments for their partner to
help them improve their writing. They should give a comment, focusing on the point of
learning. Encourage students to avoid comments such as ‘well done’ or ‘very good’, which do
not offer advice. They should identify areas of strength and make ‘target’ suggestions on what
could be done to improve the writing.
Students should then swap back and spend 10 minutes revising their writing according to the
recommendations given by their partner.
Your task
Briefly recap the reading skills covered in Topics 1.1, 1.2 and 1.3. Explain to students that they
need to write two paragraphs about the extract based on two of the skills they have investigated
so far:
• the big idea and the small point that reveal this
• the writer’s thoughts and feelings and how they identify them.
To consolidate and check their understanding of the learning in this chapter so far, give
students Worksheet 1.4a and ask them to draw lines match the key terms on the left with the
definitions on the right. Afterwards, discuss any areas where students are uncertain.
Briefly explain the setting for the extract from Cider with Rosie.
Give extra support by reading the text aloud to students before they start the task. Hearing
the imagery read in an adult voice will help shape their understanding of the overall meaning.
Question 3 asks students to find and explain implicit meanings in the text. If students
PPT need more support for this activity, display slide 1 of PowerPoint 1.4, which provides
options from which they can choose the five they understand best to analyse in their
answer.
Either before or after students write their two paragraphs for Question 5, help them investigate the
PPT text further by giving them the sample exam questions on Worksheet 1.4b. Afterwards, display
slides 2–4 on PowerPoint 1.4 and talk through the answers with students, unpicking why they
may have gone wrong if they have made mistakes.
Finally, ask them to create two bullet-point lists. One to detail the big idea and small points they
will cover in paragraph 1 and the other to detail the feelings they will cover in paragraph 2. They
should then complete Question 5.
Question 5. If completed before, then students can present and label a ‘before’ and ‘after’
answer (i.e. their original answer and an improved version) so that the progress made in
response to these activities can be seen.
Plenary Students have already spent some time checking their work in this chapter. Display slide 6
and ask students to use the skills sentences to write a summary of their assessment on their
own writing.
PPT